Being a ‘fun’ teacher: An interaction ritual chains approach

Q3 Social Sciences

Journal of Curriculum and Pedagogy Pub Date : 2022-01-18 DOI:10.1080/15505170.2021.2004957

R. LeBlanc

引用次数: 3

Abstract

Abstract In this article, I leverage the sociological insights of Randall Collins to examine contemporary accounts of “fun teaching” in teacher education: the pervasive mood of “fun,” “energy,” and “enthusiasm” in North American education faculties and popular teacher professional development literature. Focusing on Collins’ micro-sociological account of emotional energy in face-to-face interaction, I ask: What are the situational dynamics of “fun” teaching? Why have the related discourses of “fun,” “energy,” and “enthusiasm” become the obligatory mood of teaching and teacher education? As a starting point, I examine the highly-trafficked teacher professional development resource, Teach like a PIRATE (Burgess, 2012), and consider how an interaction ritual chains approach helps us understand underlying conceptions of “fun” as a situational dynamic. I conclude by outlining the implications of our current focus on “fun teaching” in a digitally-mediated world for scholars working in teacher education.

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做一个“有趣”的老师：一种互动仪式链的方法

摘要在这篇文章中，我利用兰德尔·科林斯的社会学见解来审视教师教育中“趣味教学”的当代描述：北美教育学院和流行的教师专业发展文献中普遍存在的“趣味”、“能量”和“热情”情绪。关注柯林斯对面对面互动中情感能量的微观社会学描述，我问道：“有趣”教学的情境动力学是什么？为什么“乐趣”、“能量”和“热情”的相关话语成为教学和教师教育的必备情绪？作为一个起点，我研究了流量巨大的教师专业发展资源“像PIRATE一样教学”（Burgess，2012），并考虑了互动仪式链方法如何帮助我们理解“乐趣”作为一种情境动态的潜在概念。最后，我概述了我们目前在数字媒介世界中关注“有趣的教学”对从事教师教育的学者的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Curriculum and Pedagogy Social Sciences-Education

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.